Cooperating Initiatives

Adams M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Bambara L. Kern L. (Eds.). (2005). Individualized supports for students with problem behaviors: Designing positive behavior support plans. New York: Guilford Press.

Carr E. G. Dunlap G. Horner R. H. Koegel R. L. Turnbull A. P. Sailor W. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4–16.

Fuchs D. Fuchs L. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93–99.

Greenwood C. R. Delquadri J. Bulgren J. (1993). Current challenges to behavioral technology in the reform of schooling: Large-scale, high-quality implementation and sustained use of effective educational practices. Education and Treatment of Children, 16(4), 401–404.

Kame'enui E. J. (2007). A new paradigm: Responsiveness to intervention. TEACHING Exceptional Children, 39(5), 6–7.

McCardle P. Chhabra V. (2004). The voice of evidence in reading research. Baltimore: Brookes.

National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Development.

OSEP Center on Positive Behavioral Interventions and Supports. (2004). Schoolwide positive behavior support: Implementers' blueprint and self-assessment. University of Oregon, Eugene: Author.

Peters M. T. Heron T. E. (1993). When the best is not good enough: An examination of best practice. Journal of Special Education, 26, 371–385.

Safran S. P. Oswald K. (2003). Positive behavior supports: Can schools reshape disciplinary practices? Exceptional Children, 69, 361–373.

Simeonsson R. J. (1994). Risk, resilience & prevention: Promoting the well-being of all children. Baltimore: Brookes.

Sugai G. (2001, June). School climate and discipline: Schoolwide positive behavior support. Invited keynote at the National Summit on Shared Implementation of Individuals With Disabilities Education Act (IDEA), Washington, DC.

Sugai G. Horner R. H. (2002). The evolution of discipline practices: Schoolwide positive behavior supports. Child and Family Behavior Therapy, 24, 23–50.

Sugai G. Horner R. H. Dunlap G. Hieneman M. Lewis T. J. Nelson C. M. Scott T. Liaupsin C. Sailor W. Turnbull A. P. Turnbull H. R. III Wickham D. Wilcox B. Ruef M. (2000). Applying positive behavioral support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131–143.

Sugai G. Horner R. H. McIntosh K. (2008). Best practices in developing a broad-scale system of support for schoolwide positive behavior support. In Thomas A. Grimes J. P. (Eds.), Best practices in school psychology V (Vol. 3, pp. 765–780). Bethesda, MD: National Association of School Psychologists.

Vaughn S. Klingner J. (2007). Overview of the three-tier model of reading intervention. In Haager D. Klingner J. Vaughn S. (Eds). Evidence-based reading practices for response to intervention (pp. 3–9). Baltimore, MD: Brookes.

Walker H. M. Horner R. H. Sugai G. Bullis M. Sprague J. R. Bricker D. Kaufman M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among schoolage children and youth. Journal of Emotional and Behavioral Disorders, 4, 194–209.